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Own Education (own + education)

Distribution by Scientific Domains
Humanities and Social Sciences60%

Selected Abstracts

Survey of dietetic provision for patients with diabetes

DIABETIC MEDICINE, Issue 8 2000
M. Nelson
SUMMARY Aims To survey dietitians involved in diabetes care regarding the provisions for patients with diabetes. Methods A national survey of 512 dietitians known to be engaged in provision of diabetes care was conducted in 1997 and 391 (76%) responded. Results Nationally the median provision of dietetic care for diabetes reported was 10.7 h per 100 000 general population per week, but the provision was uneven ranging from 2.0 to 27.6 h per 100 000. Eighty-five per cent of dietitians worked in areas where the provision was less than 22 h per 100 000 general population per week (the current recommended minimum standard). Dietetic provision was greater in secondary care (median 9.1 h per 100 000 general population per week) than in general practice, residential homes and other locations (median 4.4 h per 100 000 general population per week). Provision was greater in those areas in which a designated dietitian had responsibility for co-ordinating the dietetic service for diabetes than in areas where the co-ordinator was not a dietitian or where there was no co-ordinator. Over 90% of dietitians reported following British Diabetic Association (BDA) recommendations regarding advice on carbohydrate, sugar, fat and fibre consumption, but only one-third routinely advised on salt restriction. Of the 17% of dietitians who continue to use carbohydrate exchanges, all combine this method with other approaches. Of the recommendations made by the Clinical Standards Group, only 69% of dietitians reported seeing more than half of newly diagnosd adult patients within four weeks, and less than 50% reported offering half or more of their patients an annual review. Amongst the literature in current use, 98% of dietitians use BDA literature for teaching patients and 90% use BDA publications in their own education. Seventy-six per cent of dietitians believed that there was a role for commercial slimming organizations in weight management of people with diabetes Conclusions Given the proven value of dietetic input in diabetes management, there would be advantages to correcting the regional inequalities in dietetic provision for diabetes care in the UK. [source]

A Ten-Year Chronicle of Student Attitudes Toward Foreign Language in the Elementary School

MODERN LANGUAGE JOURNAL, Issue 2 2007
AUDREY L. HEINING, BOYNTON
This article reports the results of 2 studies conducted over a 10-year period that researched student attitudes toward early foreign language learning. These studies are unique because of the long time frame in which the students were followed, and the large data sets collected at the elementary school level. Surveys of students in the Foreign Language in the Elementary Schools (FLES) programs examined the attitudes of all children in 2 school systems in North Carolina: one suburban and one urban. The students studied either French or Spanish. The number of responses to the survey questions ranged from 22,549 to 52,227 for a 4-year period. The results indicated that boys and girls had positive attitudes when responding to 2 questions about enjoyment of their FLES classes and teachers. The girls were positively inclined, and the boys were neutral, in their desire to continue with foreign language study in the next grade. Two items about the use of foreign language outside the school venue and comprehension of foreign language teacher input revealed negative attitudes for both genders. As a follow-up to the quantitative study, qualitative data about attitudes toward foreign language speakers, foreign cultures, and their own education with respect to foreign language study were gathered through structured interviews. The participants were the same students who had completed the original surveys 10 years earlier. In corroboration of the quantitative data, a qualitative analysis revealed that, for a majority of the students, foreign language study was viewed positively, as were foreign language speakers and their cultures. [source]

Human Capital Spillovers within the Workplace: Evidence for Great Britain,

OXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 5 2003
Harminder Battu
Abstract In this paper, we use a unique matched worker,workplace data set to estimate the effect on own earnings of co-workers' education. Our results, using the 1998 GB Workplace Employee Relations Survey, show significant effects. An independent, significantly positive effect from average workplace education is evident; own earnings premia from years of education fall only slightly when controlling for workplace education. This result suggests that the social returns to education are strongly positive , working with colleagues who each had 1.2 years (1 standard deviation) of more education than the average worker, boosts own earnings by 11.1%. An additional year of any single co-worker's education is worth about 3.2% of an additional own year of education. We also test for interactions between own and co-worker education levels and for ,skills incompatibility' when worker education levels are heterogeneous. The interactions appear negative: own education is not much valued at workplaces where co-workers' education levels are already high. There is no evidence that workplace heterogeneity in worker education levels adversely affects own earnings. This result runs counter to theoretical predictions, and suggests that workers compete in tournaments for high-paying jobs. [source]

Women and class structure in contemporary Japan1

THE BRITISH JOURNAL OF SOCIOLOGY, Issue 3 2001
Sawako Shirahase
ABSTRACT The main purpose of this study is to examine how to determine the class position of women, especially married women, in Japan. This study examines three different approaches to conceptualizing women's position in the class structure: the conventional approach, the individual approach, and the dominance approach. Since 1975, the overall rate of female labour force participation in Japan has increased, and given this growth, particularly of employees working outside home, I discuss whether the increased entry of women, particularly married women, into the labour market challenges the conventional way of assigning class positions to women by simply deriving them from their husband's class positions. The data set used in this study is derived from the 1995 Japanese Social Stratification and Mobility Survey. An examination of class distributions suggests that the pictures of macro-class structure provided by the conventional approach and the dominance approach show very little difference. Married women who belong to the female-dominant family still form a very small minority of all married women in the society. Furthermore, the male-dominant family shows the greatest stability over the life course whereas the female-dominant family, where the wife experiences with-drawal from the labour market, is least stable. The increasing number of married women in the labour market, thus, has not yet become a major threat to the conventional way of assigning women to a class position in contemporary Japan. Women, even among those working on a full-time basis, perceive their position in the stratification system using not only their own work, but also their husband's. In contrast, men's perception is determined by their own education and employment, not by their wives'. This asymmetry in the effect of the husband's class and of the wife's class on class identification is related not only to gender inequality within the labour market but also to the division of labour by gender within the household. [source]

Street Codes in High School: School as an Educational Deterrent

CITY & COMMUNITY, Issue 3 2007
Pedro Mateu-Gelabert
Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students' commitment and determination to participate in their own education. We present the high school experiences of first-generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority "resistance" to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students' commitment to education than do their immigration status or cultural backgrounds. [source]